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Annotations For RPMS 1-19 - Final
Annotations For RPMS 1-19 - Final
OBJECTIVE 3: Displayed proficient use of Mother Tongue, Filipino and English to facilitate teaching
and learning
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from an observation 1 and 2 (synchronous, recorded video lesson or demonstration teaching via LAC)
ANNOTATION:
For KRA 1 - Objective 3, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC
that greatly aids teaching and learning by providing challenging questions and feedback. I clearly
fulfilled the goal, as evidenced by a rating of 7 under Indicator 3 – Displayed proficient use of Mother
Tongue, Filipino and English to facilitate teaching and learning. This is equivalent to 5 points
(Outstanding) in the RPMS Rating Scale.
NOTES FOR OBJECTIVE 3
Rating of 7 in COT – Outstanding
Rating of 6 in COT – Very Satisfactory
- that gradually improves teaching and learning by asking challenging questions and providing
feedback
Rating of 5 in COT – Satisfactory
- that supports teaching and learning
Rating of 4 in COT – Unsatisfactory
- that fairly facilitates teaching and learning
Rating of 3 in COT – Poor
OBJECTIVE 4: Used effective verbal and non-verbal classroom communication strategies to support
learner understanding, participation, engagement and achievement
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from an observation 1 and 2 (synchronous, recorded video lesson or demonstration teaching via LAC)
ANNOTATION:
For KRA 1 - Objective 4, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC. I
employed a range of verbal and nonverbal communication tactics to establish a learning environment
that encouraged individual and group inquiry and participation among pupils. As demonstrated by a
score of 7 on Indicator 4, I certainly met the objective – Used effective verbal and non-verbal
classroom communication strategies to support learner understanding, participation, engagement,
and achievement. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
OBJECTIVE 6: Maintained learning environments that promote fairness, respect and care to
encourage learning.
MOVs: Attach your Classroom Observation Tool (COT) rating sheet or inter-observer agreement form
from an observation 1 and 2 (synchronous, recorded video lesson or demonstration teaching via LAC)
ANNOTATION:
For KRA 2 - Objective 6, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC. I
fostered a loving and supportive learning atmosphere in which all pupils feel accepted, encouraged to
learn, and allowed to take chances in their learning. The fact that I obtained a rating of 7 on Indicator 6
means that I fulfilled the objective. – Maintained learning environments that promote fairness,
respect, and care to encourage learning. This is equivalent to 5 points (Outstanding) in the RPMS
Rating Scale.
OBJECTIVE 7: Maintained learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning
MOVs:
SET A as Option - Attach any supplementary materials (in print/digital format)
SET B as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or demonstration
teaching via LAC)
ANNOTATION:
***For SET A
For KRA 2 – Objective 7, I have attached activity sheet/one lesson from a self-learning module
(SLM)/lesson plan (e.g. DLP, DLL, WHLP, WLP, WLL, Lesson exemplars/video lesson/audio
lesson/other learning materials with client/learner feedback on how the material encouraged the learners
to participate, cooperate and collaborate in the learning process. I was able to provide an effective and
varied learning opportunities that are well-aligned with the learning goals and feature all elements of
collaborative learning as shown in the submitted MOVs. As a result, a rating of 7 on Indicator 7 -
Maintained learning environments that nurture and inspire learners to participate, cooperate and
collaborate in continued learning were given. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
***For SET B
For KRA 2 - Objective 7, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC.
As a teacher, I provided effective and varying learning opportunities that are well-aligned with the learning
goals and feature all elements of collaborative learning. The fact that I received a rating of 7 on Indicator
7 indicates that I achieved the goal. – Maintained learning environments that nurture and inspire
learners to participate, cooperate and collaborate in continued learning. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
Very Satisfactory - Provided effective learning opportunities that are well-aligned with the learning
goals and engage learners to participate, cooperate, and/or collaborate in continued learning
Satisfactory - Provided an effective learning opportunity that is well-aligned with the learning goal/s
and engage learners to participate, cooperate, and/or collaborate in continued learning as shown in
Unsatisfactory - Provided learning opportunity/ies that is/are partially aligned with the learning goal/s
and only somehow engage/s learners to participate, cooperate, and/or collaborate in continued
learning
Very Satisfactory - Applied effective teaching strategies that are well-aligned with the learning goals
and successfully motivate learners to work productively by assuming responsibility for their own
learning
Satisfactory - Applied an effective teaching strategy that is well-aligned with the learning goal/s and
successfully motivates learners to work productively by assuming responsibility for their own
learning
Unsatisfactory - Applied teaching strategy/ies that is/are partially aligned with the learning goal/s and
only somehow motivate/s learners to work productively by assuming responsibility for their own
learning
TRF PROMPT # 1
Clara is often seen restless or unfocused in class and has troubles following instructions and skips
activities when left unsupervised. After a conference with Clara’s parents, it was discovered that she had been
diagnosed with learning disability. I started checking into her situation right away. My instructional
techniques and materials must be adjusted for her to ensure that she succeeds in learning.
Clara’s problem as I research, could be that she has Attention-deficit/hyperactivity disorder
(ADHD). It is a developmental disorder and classified as a learning disability. That’s why teaching pupils
with ADHD can be a challenge at times. By remaining patient and being aware of the symptoms of ADHD, I
can help Clara and any pupil who has this disorder to achieve their best potential. Instructional strategies
suited to their needs and learning style to allow them focus better will greatly help. Establishing strong
working relationship with the pupils’ parents with ADHD is incredibly important. They know their child
better than anyone else and are a valuable source of information about which strategies do and don’t work for
their child. I will give instructions in simple terms and simplify all instructions, tasks, and assignments to the
best of my ability.
Due to their delayed maturation, forgetfulness, distractibility, and disorganization, children with
ADHD need more supervision than their peers. Assigning these children to classmates who can remind them
of homework and classwork, collaborating on a project with pupil partners, and incorporating classroom
assistants as much as possible before and after class can all help these pupils.
Visual cues and examples work effectively for pupils with ADHD. I will use an overhead projector
or a whiteboard to illustrate a skill such as essay writing. I will leave important points about a topic accessible
on the board as they begin their individual work. Around the room, I will display crucial concepts that the
children will utilize again and again on brightly colored poster board.
To inspire Clara, rewards and incentives should always be utilized before punishment. Change the
incentives often to avoid boredom. I will refrain from using the loss of recess as a punishment for bad
behavior.
I'll will also make sure Clara is writing down learning tasks and helping her keep organized in the
classroom to alleviate her frustration and boost her self-esteem. I'll will also record my lesson so she may
review it afterwards. With this, Clara will be able to participate in class discussions and will have the same
level of knowledge as her classmates who do not have a learning disability.
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 10: Adapted and used culturally appropriate teaching strategies to address the needs of
learners from indigenous groups
MOVs:
SET A as Option - Attach your Classroom Observation Tool (COT) rating sheet or inter-observer
agreement form from an observation 1 and 2 (synchronous, recorded video lesson or demonstration
teaching via LAC)
SET B as Option – Teacher Reflection Form (TRF)
ANNOTATION:
***For SET A
For KRA 3 - Objective 10, I have attached my Classroom Observation Tool (COT) rating sheet
from an Observation 1 and 2 via synchronous/recorded video lesson/demonstration teaching via LAC.
I was able to used a wide range of tactics to establish a learner-centered atmosphere that caters to the
individual and group learning requirements of indigenous groups. As a result, I obtained a rating of 7 on
Indicator 10 which signifies that I attained the objective – Adapted and used culturally appropriate
teaching strategies to address the needs of learners from indigenous groups. This is equivalent to 5
points (Outstanding) in the RPMS Rating Scale.
***For SET B
For KRA 3 – Objective 10, I have attached Teacher Reflection Form (TRF) and a certification
from the school head that I have no identified learner/s from indigenous groups. For TRF Prompt # 1, I
was able to reflect on the assessment given wherein I employs a learner-centered instruction and
provided differentiated assessment for indigenous groups. I ensured that all pupils were treated equally
in this assessment. For TRF Prompt # 2, I also attach a copy of lesson plan wherein incorporating
cultural references into all parts of learning of pupils is given importance. So that no one is left behind
and all pupils are equally interested and engaged in the classroom. As a result, a rating of 7 on Indicator
10 - Adapted and used culturally appropriate teaching strategies to address the needs of learners
from indigenous groups. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
TRF PROMPT # 2
The UN 2030 Agenda includes a Goal for Sustainable Development aimed at ensuring
“inclusive and equitable quality education and promote lifelong learning opportunities for all”.
This Goal encompasses several dimensions of the Right to Education and one of its targets, Gender
Equality and Inclusion, explicitly refers to indigenous peoples and children in vulnerable situations
who, despite significant progress, are still denied access to education.
These Indigenous People (IP) groups are the inheritors and practitioners of distinct
cultures and methods of interacting with others and the environment. They have kept unique social,
cultural, economic, and political traits from the dominant societies in which they dwell. These
indigenous people have a right to a comprehensive education. Education that represents their
common beliefs, sentiments, attitudes, and broad concepts. Not only common learners, but also IPs
pupils, have access to education. In the scenario, I believe that the teacher was prepared to give the
five pupils careful consideration. He/She employs a learner-centered instruction and provided
differentiated assessment so that pupils may pick from a variety of assessments given if they belong
to an IP group. With these all pupils were treated equally in the assessment, and the teacher was
responsive to the pupils he or she worked with.
We as teachers taught to be compassionate and kind in the situation, to reflect on our
thoughts about individuals from other cultures, to reflect on their cultural frames of reference, and
to be educated about our pupils' other cultures. As teachers, we must be aware of our pupils' origins,
whether they are from common or indigenous communities, in order to address their needs and
guarantee that everyone has access to the high-quality education we provide. We must realize the
significance of incorporating cultural references into all parts of learning for pupils. To ensure that
no one is left behind, all pupils should be equally interested and engaged in the classroom.
Rating of 4 – Very Satisfactory – They are complete and show comprehensive knowledge about the
topic/question by providing accurate details
Rating of 3 – Satisfactory – They are complete and show sufficient knowledge about the topic/question
Rating of 2 – Unsatisfactory – They are either complete or incomplete and show limited knowledge
about the topic/question
Rating of 1 – Poor – They are incomplete and totally disconnected from what is asked
OBJECTIVE 11: Adapted and implemented learning programs that ensure relevance and
responsiveness to the needs of all learners
MOVs:
1. Proof of evaluation on the implementation of adapted/contextualized learning program (ex.
Individual Monitoring Plan)
2. Progress Report
3. Accomplishment report
4. Activity Plan/Proposal/Matrix
ANNOTATION:
For KRA 3 - Objective 11, I have attached the Individual Learning Monitoring Plan (ILMP)
wherein pupils’ progress based on the given intervention strategies were monitored and evaluated. As a
result, I achieved a rating of 7 on Indicator 11, demonstrating that I reached the objective. – Adapted
and implemented learning programs that ensure relevance and responsiveness to the needs of all
learners. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
Very Satisfactory - Monitored progress of the adapted / contextualized learning program while being
implemented
Unsatisfactory - Planned for the implementation of the adapted / contextualized existing learning
program
Very Satisfactory - Developed materials based on learners’ assessment data as evidenced by a list of
identified least / most mastered skills with supporting MOV No. 2
Satisfactory - Planned for a teaching and learning strategy and/or program based on learners’
assessment data as evidenced by a list of identified least / most mastered skills with supporting MOV
No. 3
Unsatisfactory - Analyzed learners’ mastered skills based on the frequency of errors and correct
responses as evidenced by a list of identified least / most mastered skills
Very Satisfactory - Planned with the community stakeholders a program, project, and/or activity that
maintains a learning environment responsive to community contexts as evidenced
Unsatisfactory - Communicated with the community stakeholders about a program, project, and/or
activity that maintains the learning environment responsive to community contexts as evidenced by
MOV No. 4
Satisfactory - Reviewed personal teaching practices using laws and regulations that apply to the
profession and the responsibilities in the Code of Ethics for Professional Teachers in 4 quarters with
reflection outputs as evidenced by
Unsatisfactory - Participated in the review of personal teaching practices using laws and regulations
that apply to the profession and the responsibilities in the Code of Ethics for Professional Teachers in 4
quarters as evidenced by MOV No. 4
Very Satisfactory - Discussed with learners, parents / guardians, and other stakeholders the
implemented school policies and procedures as evidenced by MOV no. 2
Satisfactory - Communicated with learners, parents / guardians, and other stakeholders the
implemented school policies and procedures as evidenced by MOV no. 3
OBJECTIVE 17: Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect and integrity
MOVs:
1. Documented feedback from superiors, colleagues, learners, parents/ guardian, or other stakeholders
2. Annotated evidence of practice indirectly linking to the upholding the dignity of teaching as a
profession
ANNOTATION:
For KRA 4 - Objective 17, I was able to prove that I adopted practices that uphold the dignity of
teaching as a profession by exhibiting qualities such as caring attitude, respect and integrity by attaching
documented feedback from my superiors, colleagues, learners, parents/guardian, and other stakeholders.
As a result, in Indicator 17, I obtained a rating of 7 implies that I achieved the objective – Adopted
practices that uphold the dignity of teaching as a profession by exhibiting qualities such as caring
attitude, respect and integrity. This is equivalent to 5 points (Outstanding) in the RPMS Rating Scale.
Satisfactory – Adopted practices that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity as evidenced by at least two MOV No. 2
Unsatisfactory – Adopted a practice that uphold the dignity of teaching as a profession by exhibiting
qualities such as caring attitude, respect, and integrity as evidenced by one MOV No. 2
OBJECTIVE 18: Set professional development goals based on the Philippine Professional Standards
for Teachers
MOVs:
1. Updated IPCRF-DP
2. Mid-Year Review Form
3. Certification from the ICT Coordinator/School Head/Focal person of e-SAT
ANNOTATION:
For KRA 4 - Objective 18, I was able to prove that I set professional development goals based on
the Philippine Professional Standards for Teachers by attaching a copy of my updated IPCRF-
Development Plan during the Phase II of the RPMS cycle. As a result, in Indicator 18, I obtained a
rating of 7 signifies that I obtained the objective – Set professional development goals based on the
Philippine Professional Standards for Teachers. This is equivalent to 5 points (Outstanding) in the
RPMS Rating Scale.
Very Satisfactory – Discussed progress on professional development goals with the rater during the
mid-year review as evidenced by MOV No. 2
Satisfactory – Set professional development goals based on e-SAT results as evidenced by MOV No. 3
Unsatisfactory – Accomplished the e-SAT at the beginning of the school year as evidenced by MOV
No. 4
Very Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the school / Community Learning Center (CLC) as evidenced by submitted MOV
Satisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the learning area / department as evidenced by submitted MOV
Unsatisfactory – Performed at least 1 related work / activity that contributed to the teaching-learning
process within the class as evidenced by submitted MOV